A Remediation Program in an Urban College     

Al Baranchik  Harold Ladas 《College Teaching》2013,61(1):2-5

Abstract

This article presents ten strategies instructors can use to get their students to take more responsibility for their learning. Suggestions are given about the importance of getting students to verbalize why they are taking the course, helping students get into the proper mindset for each class, and structuring assignments so students will be more likely to come to class prepared. Other suggestions include teaching students to look out for each other, behave responsibly when working in groups, and analyze their learning experiences. By teaching responsibility, as well as content, in our classrooms, we can enhance learning, raise the level of our classrooms, and produce more responsible members of society.  相似文献   

Relations among student attention behaviors, teacher practices, and beginning word reading skill     

Sáez L  Folsom JS  Al Otaiba S  Schatschneider C 《Journal of learning disabilities》2012,45(5):418-432

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.  相似文献   

Work–family relations among mothers of children with learning disorders     

Michal Al‐Yagon  Rachel Gali Cinamon 《欧洲特需教育杂志》2013,28(2):91-107

The study examined conflict and facilitation in work–family relations among working mothers of children with learning disorders (LD) or with typical development. The study also focused on three maternal personal resources (maternal anxious/avoidant attachment security, affect and sense of coherence) as antecedents of these work–family relations, and examined outcomes of such conflict and facilitation between the two life domains, as they affected patterns of close relationships within the family (child attachment and family cohesion). The sample included 96 mother–child dyads: 48 mothers and their children with LD; and 48 mothers and their typically developing children. Children’s ages were 8–12 years. All attended public elementary schools in urban areas of central Israel. Significant group differences emerged on mothers’ family to work conflict and on mothers’ work to family facilitation. Findings indicated that several maternal personal resources were antecedents of these relations and also contributed to differences in mother–child attachment relationships and family cohesion. Discussion focused on understanding work–family relations among these mothers of children with LD, as well as the influence of maternal personal resources on patterns of close relationships (i.e., child attachment, family cohesion).  相似文献   

In search of a future: adult education and the psychology of the soul     

Al Lauzon 《International Journal of Lifelong Education》2013,32(5):318-327

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A constrained linear quadratic optimization algorithm toward jerk-decoupling cartridge design     

Jun Ma  Si-Lu Chen  Chek Sing Teo  Chun Jeng Kong  Arthur Tay  Wei Lin  Abdullah Al Mamun 《Journal of The Franklin Institute》2017,354(1):479-500

Linear direct feed drives are widely used in machine tools, but an abrupt counter force from the secondary part will induce the jerk to the metro frame contacted with the linear motor and cause the vibration of auxiliary devices on it. The jerk-decoupling cartridge (JDC) provides a buffer to reduce such an impact. Design target for such a system includes both the tracking error and the jerk induced to the metro frame. To achieve both targets systematically, this work presents an integrated approach to efficiently determine parameters in the JDC and the position controller of the feed drive. The problem is firstly formulated as a nonlinear constrained optimization problem, which is then converted to a series of projection gradient optimization problems and step searching problems, which are either convex or linear. Thus, fast convergence of parameters are achieved within first several iterations. Through a series of simulation, the effectiveness of proposed methodology is verified.  相似文献   

Hope,utopia, and creativity in higher education: pedagogical tactics for alternative futures     

Fay Al Khalifa 《高等教育研究与发展》2018,37(4):898-900

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Exchanging ideas on evaluation: 5. Pricing the benefits of training     

Marty Smith  Al Corbett 《Performance Improvement》1977,16(3):16-18

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Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective     

Yahya Al‐Dhamit  Lana Kreishan 《Journal of Research in Special Educational Needs》2016,16(1):13-23

The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et al.) investigating the mentioned constructs. Results showed that students were highly intrinsically and extrinsically motivated. The results also showed significant correlation between intrinsic and extrinsic motivations and perceived competence and parental support scales except for parental control. Other interesting findings were also found regarding the aforementioned constructs. The results further reveal some significant differences in control, achievement goal, amotivation and competence support between genders and education of parents. The possible implications of and recommendations from these findings will be discussed.  相似文献   

Perceptions of Arabic language teachers toward their use of technology at the Omani basic education schools     

Ali Al Musawi  Abdullah Al Hashmi  Ali Mahdi Kazem  Fatima Al Busaidi  Salim Al Khaifi 《Education and Information Technologies》2016,21(1):5-18

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Global village classroom the changing roles of teachers and students through technology     

George Kontos  Al P. Mizell 《TechTrends》1997,42(5):17-22

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